Whitley County CES

County Emphasis:

Life Skills

Concentration 1:

Work and Life Skill Development

Concentration 2:

Financial Security and Economic Well-Being

Concentration 3:

Family and Youth Development

Situation:

Kentucky faces persistent economic and social challenges that hinder individual and community progress. With a median household income of approximately $55,100—well below the national average—and nearly 62% of households falling short of a living wage, many Kentuckians struggle to meet basic needs. Additionally, 39% live in economically distressed communities, facing rising costs and limited resources to adapt.

To support economic resilience and personal growth, the University of Kentucky Cooperative Extension Service (CES) delivers comprehensive life skills education. Programs focus on workforce readiness, financial literacy, soft skills, job preparation, and small business support. These initiatives increase human capital and strengthen local economies by equipping individuals with the skills needed to navigate modern challenges.

Social and emotional well-being is also central to CES’s mission. Extension programming promotes healthy relationships, resilience, and family stability across all life stages, addressing top needs identified in the 2023 Community Needs Assessment—including building life skills, supporting financial well-being, and enhancing workforce development.

By integrating personal development with economic empowerment, Extension fosters more capable individuals, stronger families, and resilient communities across the Commonwealth.

Youth Focus

Preparing Kentucky’s youth for a dynamic and uncertain future is essential to the state’s long-term prosperity. Despite rapid job growth in fields like agriculture, hospitality, and digital technologies, many young people face instability due to economic shifts, limited access to resources, and underdeveloped life skills.

Kentucky 4-H and CES equip youth with critical competencies in communication, leadership, civic engagement, and financial literacy. Programs address top priorities identified in the 2023 Needs Assessment, including youth workforce readiness, life skill development, financial education, and amplifying youth voice. According to the 2024 4-H Index Study, 80% of participants explored career options, 50% received college guidance, and 95% identified personal strengths through 4-H participation.

As workforce needs evolve—with 85% of future jobs not yet invented—real-world skills like adaptability, problem-solving, and creativity are increasingly vital. 4-H projects and experiences prepare youth not only for employment, but also for meaningful contributions to their families and communities.

Through inclusive, hands-on programming, CES empowers Kentucky youth to thrive in school, the workplace, and society—laying the foundation for a capable and resilient next generation.

County Situation:

Whitley County faces significant economic, educational, and social challenges that directly affect the quality of life for its residents. While Kentucky's median household income is $55,100—just 74% of the national median—local data and community assessments suggest Whitley County families fare even worse due to persistent poverty, limited job opportunities, and educational attainment gaps. Many households in the county fall short of meeting living wage standards, echoing the statewide trend that 62% of households lack sufficient income to cover basic needs. In Whitley County, only 14.4% of adults hold a bachelor’s degree or higher, and 20% have less than a high school diploma, limiting access to better-paying employment. The county has long been classified as economically distressed, and 27.7% of its population lives in poverty, well above the state average. Rising costs of living—especially for housing, utilities, and food—continue to strain household budgets, while local job opportunities remain limited in both variety and wage potential. Whitley County has a labor force participation rate of only 46.8%, compared to over 60% nationally.

In response to these challenges, the University of Kentucky Cooperative Extension Service (CES) offers critical education and training programs to help residents build workforce readiness, job skills, financial literacy, and professionalism. Efforts also include teaching improved sustainable horticultural practices, enhanced agriculture production and profitability methods, and addressing health and safety concerns for those in the agriculture sector. The 2023 CES Community Needs Assessment identified building employee soft skills and life skills development among the top needs for individuals and families in the county. CES programming in the area aims to improve financial management skills, help individuals navigate employment systems, and explore small business opportunities. These services are especially critical as local industries shift and residents seek to develop economic resilience.

Youth in Whitley County are particularly vulnerable to these systemic challenges. With 30.6% of children living in poverty and only 32% of third through fifth graders meeting reading benchmarks, the educational and developmental needs of young people are urgent. Barriers including unstable home environments, limited access to career pathways, and under-resourced schools create additional hurdles. CES and 4-H programs in Whitley County provide vital support by offering leadership training, communication skills, workforce readiness, and career exploration. Statewide data from the 2024 National 4-H Index Study shows that 95% of 4-H participants reported discovering their strengths, 80% explored career paths, and 50% received support in making college decisions—benefits that are reflected in local program outcomes as well. Additionally, CES efforts support family health and stability by offering workshops on parenting, mental health, and emotional resilience, aligning with the National Framework for Health Equity and Well-being. These initiatives are designed not only to serve individuals, but also to strengthen the social and economic fabric of Whitley County as a whole.

In addition to workforce development and educational programming, the arts are a vital resource for nurturing personal growth, economic opportunity, and community connection in Whitley County. For youth, especially those with limited access to enrichment programs, engagement in the arts fosters critical life skills such as communication, collaboration, creative thinking, and self-confidence. Arts education offers a safe, inclusive space for young people to explore identity, build resilience, and connect with others. For working artists, sustaining a creative career in a rural community often requires more than talent—it demands strong financial skills and entrepreneurial know-how. Many artists face barriers related to business planning, budgeting, and marketing. Supporting artists through financial education and professional development helps them thrive as both creators and contributors to the local economy. Equally important is providing accessible spaces and platforms for artists and youth to exhibit their work and perform. Galleries, public venues, festivals, and community centers are essential to elevating local talent, fostering pride, and strengthening cultural identity. By investing in arts education, financial literacy, and creative infrastructure, Whitley County can empower individuals, support a sustainable cultural economy, and build a more connected and resilient community.

Long-Term Outcomes:

• Increased financial literacy skills
• Improved financial security and stability
• Increased meaningful social connections
• Improved quality of family life
• Continually implementing new technology and production practices.
• Improve the quality of life of animals and humans.
• Increase the quality of beef cattle produced annually contributing to increased and more stable financial position of cattle operations.
• Producers are routinely following Beef Quality Care & Assurance standards to produce healthy and high-quality beef.
• Continually adoption of new technology and production practices.
• Increase the use of sustainable management practices by horse owners.
• Horse owners will be encouraged to apply best management practices for the care and management of their horses to help control cost of ownership.
• Increase the quality of small ruminants annually contributing to increased and more stable financial position. 
• Strengthen local economies through improved farm sustainability and profitability, which are economic multipliers in local communities. Helping farm families successfully transition to subsequent generations. Helping new and beginning farmers enter farming operations.
• Strengthen local economies through the continuous support of farmer’s markets, community gardens, and community-supported agriculture programs that are well-integrated with urban horticulture initiatives.
• Improved crop sustainability, increased farm profitability and reduced environmental impact using best disease management practices
• Reduced unnecessary pesticide exposure to farmers, agribusiness and the general public
• Increased competitiveness for U.S. farmers and the agricultural industry
• Strengthening local economies through improved farm sustainability and profitability, which are economic multipliers in local communities. Helping farm families successfully transition to subsequent generations. Helping new and beginning farmers enter farming operations. Helping to maintain or increase domestic markets and increase export markets for grain crops and tobacco by improving quality of commodities compared to that of foreign competitors.
• Helping to educate turfgrass managers on how to maintain surfaces that meet the needs of their desired uses while improving economic and environmental benefits of turfgrasses.
• Work with farmers and those interested in farming on generational succession in farms to improve sustainability of the farms for generations.
• Develop home pottery studio
• Helping to education community members on ceramics.
• Strengthening local arts economies through improved farm sustainability and profitability, which are economic multipliers in local communities
• Participants improve self-sufficiency and confidence through the development of practical and creative skills.
• Communities strengthen support for the local arts sector and civic identity.
• Youth will have increased economic security.
• Youth will make sound financial decisions.
• Youth will deciding to pursue ceramic education
• Youth will contribute to local Arts community
• Youth will demonstrate necessary leadership, teamwork, and communication skills needed to be successful in the workplace.
• Youth participation in community involvement increases.
• Youth will serve in leadership roles in their community.
• Youth will become engaged, healthy, and productive members of their communities.

Intermediate Outcomes:

• Increased sound financial decision making.
• Increased savings (e.g., as a result of budgeting, saving, reducing debt, spending wisely, stretching resources).
• Increased healthy relationships across generations that support healthy community, nurturing behaviors, and quality time together.
• Increased implementation of employability strategies/skills.
• Increased employment.
• Increase or strengthen partnerships or relationships with commodity groups to address sustainable management strategies, health-focused care, and economic viability for all livestock.
• Continue development and dissemination of Integrated Pest Management (IPM) practices by specialists and agents to educate producers and promote IPM practices and/or organic practices that reduce chemical inputs while maintaining crop health and productivity.
• Expansion of Extension programming by broadening the scope of extension services to include more comprehensive support for agronomic and horticultural crops and forages suited to Kentucky's changing climate and soil conditions.
• Explore the use of emerging production technologies to achieve increased adoption of technologies such as monitoring crop productivity, crop quality, soil health, and soil moisture levels across Kentucky's agricultural sectors.
• Adoption of improved pesticide safety practices.
• Increased adoption of effective crop protection (i.e., IPM) methods by stakeholders to manage diseases.
• Increased number of stakeholders who scout for diseases, monitor disease risk factors, and use research-based information.
• Expansion of Extension programming by broadening the scope of extension services to include more comprehensive support for grain crops, forages, tobacco, hemp, and turfgrass suited to Kentucky's changing climate and soil conditions.
• Adoption of improved pesticide application practices. Improve understanding and compliance with state pesticide applicator regulations.
• Practice skills gained from Extension Potter program.
• Experience new pottery skills through new educational experiences.
• Residents are more likely to engage with or promote local arts and culture after participating in Extension programming.
• Participants report applying skills learned in home, volunteer, or professional settings.
• Youth will practice responsible consumer and financial management decision-making such as budgeting, actions on needs verses wants.   
• Youth will practice habits and skills that contribute toward sound economic and financial well-being.
• Youth will practice teamwork, responsibility, communication, conflict resolution techniques, and problem-solving skills.
• Youth will plan and implement a service project.
• Youth will choose to take on leadership roles in their community.
• Youth will communicate agricultural ideas and concepts more effectively.

 

Initial Outcomes:

• Strengthening financial literacy and well-being, including but not limited to, budgeting, spending wisely, saving, using credit responsibly, reducing debt, estate planning, fraud reduction, etc.
• Improved financial literacy knowledge
• Strengthening family behaviors include, but are not limited to, spending time together, creating safe environments, engaging in positive communication, building supportive networks, showing appreciation, healthy stress management, engaging in regular self-care, and adopting a positive outlook.
• Increased confidence and motivation to reduce loneliness and social isolation.
• Improved skills related to nurturing parenting and caregiver support
• Increased intentions to employ health-promoting behaviors (e.g., reading to your child, spending time together, self-care, caregiver preparation, active living).
• Strengthening work and life skills, including but not limited to, developing workforce development skills, employability and interpersonal skills, and work-life management strategies.
• Increased confidence to implement employability strategies
• Increase knowledge about sustainable and economically viable management practices.
• Increase skills related to efficient production methods across all species.
• Increase confidence in implementing new and emerging techniques, technology, and production systems.
• Increase confidence in making decisions related to promoting animal health-related behavior.
• Improve management skills to improve sustainability and reduce cost of ownership.
• Initial and continuing education opportunities for certified pesticide applicators
• Stakeholders have knowledge and tools needed to better protect crops from diseases and to understand the benefits of adopting best disease management practices and resistance mitigation
• Stakeholders are more aware of current and new and/or emerging disease issues
• Stakeholders have access to timely diagnostics to avoid or reduce the impact of disease outbreaks
• Stakeholders are more aware of UK plant pathology research and resources
• Support for diverse crop trials by initiating pilot projects that support the planting of diverse crops.
• Facilitate trainings to provide necessary knowledge to support those desiring to obtain commercial and non-commercial applicator licenses and maintain CEUs from the Kentucky Department of Agriculture in the turf and ornamental category.
• Participate in pottery programs
• Learn new pottery skills
• Participants report increased awareness and appreciation of local artists and organizations.
• Participants gain hands-on skills in a craft-based discipline and feel more confident in their abilitie
• Youth identify personal strengths that contribute to life and work skill development.
• Youth will practice civic engagement, leadership and communication skills.
• Youth will explore their spark in agriculture.
• Youth will gain knowledge and develo
• Youth will increase knowledge in understanding personal financial management.

Evaluation:

Outcome: Improved knowledge related to financial literacy concepts (initial)

Indicator: Number of individuals who reported increased knowledge of family finance and/or resource management concepts.

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration

 

Outcome: Improved financial and/or resource management skills (e.g., creating a budget, checking credit report, developing an estate plan, etc.) (initial)

Indicator: Number of individuals who reported developing skills related to family finance and/or resource management

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration or follow-up evaluation

 

Outcome: Increased confidence to implement family finance and resource management skills (e.g., budgeting, spending wisely, saving, using credit responsibly, reducing debt, estate planning, reducing fraud, etc.) (initial)

Indicator: Number of individuals who reported improved confidence to implement family finance and/or resource management skills.

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration

 

Outcome: Increased sound financial decision making (intermediate)

Indicator: Number of individuals who made a sound financial decision (e.g., regarding credit, budgeting, savings, debt, estate planning, fraud reduction, etc.).

Method: Self-reported surveys, documentation, or interviews

Timeline: Follow-up evaluations to capture action/behavior change over time.

 

Outcome: Implementation of financial literacy and resource management strategies/skills (intermediate)

Indicator: Number of individuals who implemented at least one strategy to better manage their family finances and resources (e.g., considered wants/needs, avoided bank fees, reviewed tax forms, set savings goals, started estate plan, developed budget, increased fraud protection, etc.).

Method: Self-reported surveys, documentation, or interviews

Timeline: Follow-up evaluations to capture action/behavior change over time.

 

Outcome: Increased savings (intermediate)

Indicator: Dollars reported saved as a result of participating in a financial education or family resource management program.

Method: Documentation (direct report, repeated survey) or interviews

Timeline: Ongoing/as changes are made and projects progress

 

Outcome: Increased knowledge about nurturing parenting and caregiver support across the lifespan (e.g., how often you read to your child, benefits of spending time together, identifying selfcare behaviors, enhance communication) (initial)

Indicator: Number of participants who reported increased knowledge of nurturing parenting and/or caregiver support practices.

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration

 

Outcome: Increased confidence and motivation to engage in nurturing parenting and caregiver support (e.g., how often you read to your child, benefits of spending time together, identifying selfcare behaviors, enhance communication) (initial)

Indicator: Number of participants who reported they have used nurturing parenting and/or caregiving strategies to improve their skills

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration or follow up evaluation

 

Outcome: Increased intentions to engage in nurturing parenting and caregiver support (e.g., spending more quality time together, engaging in meaningful talk) (initial)

Indicator: Number of participants who reported they intend/plan to increase time spent nurturing and/or caregiving.

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration

 

Outcome: Increased healthy relationships across generations that support healthy communication, nurturing behaviors, and quality time together. (intermediate)

Indicator: 

• Number of participants who reported they enhanced healthy relationships.
• Number of participants who reported that they extended any type of support to another parent, grandparent, older adult, or relative raising a child.

Method: Self-reported surveys

Timeline: Ongoing/as changes are made and projects progress.

 

Outcome: Developed skills related to workforce development (initial)

Indicator: Number of individuals who reported learning new skills to prepare or improved themselves for the workforce as a result of participating in an Extension workforce development program/outreach

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration

 

Outcome: Improved employability and/or interpersonal skills (e.g., job interview skills, communication, networking, time management) (initial)

Indicator: (1) Number of participants who reported improvement in job interview skills; (2) Number of participants who reported improvement in personal skills.

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration or follow-up evaluation

 

Outcome: Increased confidence to implement employability strategies (initial)

Indicator: Number of participants who reported improvement in their confidence to implement employment strategies as a result of participation.

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration

 

Outcome: Implementation of employability strategies/skills (intermediate)

Indicator: Number of participants who developed a resume as a result of participating in an Extension workforce development program/outreach.

Method: Self-reported surveys

Timeline: Repeated self-reported surveys and/or follow-up evaluations to capture action/behavior change over time.

 

Outcome: Implementation or utilization of knowledge gained to make changes in management of small ruminant operation.

Indicator: Number of participants that have made changes to improve management of their small ruminant operation.

Method: Survey (post program)

Timeline: Follow-up survey or records from individual consultations

 

Outcome: Increased awareness of beef cattle quality assurance and care practices

Indicator: Number of participants who obtained BQCA certifications

Method: Post-program test

Timeline: After program participation or online

 

Outcome: Improved production practices

Indicator: Number of producers who reported increased knowledge of crop and forage production, fertility management, varieties, pest control, and/or sustainable practices.

Method: Surveys

Timeline: Annual

 

Outcome: Increased Crop Management Knowledge Skills

Indicator:

• Number of home or community gardeners who reported that they implemented environmental stewardship (pollinator gardens, rain catchment, etc.)
• Number of non-commercial growers who reported adoption of improved management practices (soil sampling, reduced pesticide applications, integrated pest management, etc.)
• Number of community members using or participating in public or community gardens
• Amount of produce donated from community gardens

Method: Survey

Timeline: Annual

 

Outcome: Improved knowledge related to ceramics

Indicator: Number of individuals who reported increased knowledge and understanding of ceramics.

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration

 

Outcome: Local Artists exhibiting or performing art work in the community

Indicator: Number of individuals who reported exhibiting or performing their art in the community

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration

 

Outcome: Increased lifeskills knowledge among youth

Indicator: 

• Number of youth who reported an improvement in their personal skills (e.g., communication, networking, time management) as a result of participating in an Extension workforce development program/outreach. 
• Number of youth who reported expressing their thoughts or opinions. 
• Number of youth who reported using information to communicate with others. 
• Number of youth who reported demonstrating a skill they have learned. 
• Number of youth who reported serving in a leadership role. 
• Number of youth who reported working in a team / group to accomplish a common task or goal. 
• Number of youth who reported realizing how my actions impact others. 
• Number of youth reporting identifying the needs of others in their community. 
• Number of youth who reported participating in a service activity (community service, service learning, personal service to others). 
• Number of youth who reported recognizing leaders in their community or area of interest. 
• Number of volunteers who taught youth to express their thoughts or opinions. 
• Number of volunteers who taught youth how to use information to communicate with others. 
• Number of volunteers who provided opportunities for youth to demonstrate a skill they learned. 
• Number of volunteers who provided opportunities for youth to serve in a leadership role. 
• Number of volunteers who facilitated experiences for youth to work in a team/group to accomplish a common task or goal.  

Method: Standard Evaluation 

Timeline: Immediately post program (6+ hours) 

Outcome: Lifeskills behavior change in youth 

Indicator: 

• Number of youth who developed a resume as a result of participating in an Extension workforce development program/outreach.  
• Number of youth who gained an increase in salary/income as a result of participating in an Extension workforce development program/outreach. 
• Number of youth who gained new employment as a result of participating in an Extension workforce development program/outreach.

Method: Survey

Timeline: End of program year

 

Outcome: Medium Term 

Indicator: 

• Number of youth who reported that have taken steps to pursue gaining knowledge for a job in Family Consumer Sciences.  
• Number of youth who reported that they have practiced budgeting skills.  
• Number of youth who reported that they have practiced needs versus wants knowledge when making purchases on a budget. . 
• Number of youth who reported that they have included savings in their budget.  

Method: Survey

Timeline: End of program

Evaluation Method(s):
Post-program paper or digital survey assessing skill gain and confidence; follow-up interview or case story optional

Timeline:
Survey administered immediately after program; follow-up optional at 6 months

  

Evaluation Method(s):
On-site brief paper survey; QR code with link to online feedback form; optional guestbook with open-ended responses

Timeline:
Evaluation conducted during or immediately following exhibit

Learning Opportunities:

Audience: 4-Hers, Extension Professionals, Clientele 

Project or Activity: 4-H Core Program Areas (Leadership, Agriculture, Natural Resources, Communcation and Expressive Arts, Science, Engineering and Technology, Health and Wellbeing, and Family Consumer Sciences), 4-H Camp, Cloverbud, Volunteerism

Content or Curriculum: Approved Kentucky 4-H Curriculum by Core Program Area or Area of Interest

Inputs: These programs are supported by the research base of the Cooperative Extension Land-grant system, funding from the Kentucky 4-H Foundation, Inc., local, state, and federal sources, grants, and the engagement of volunteers, youth, communities, and external stakeholders.

Dates: Program Year 

Audience: 4-Hers, Extension Professionals, Clientele 

Project or Activity: 4-H Life and Work Readiness (Club/Group/Individual) 

Content or Curriculum: Kentucky 4-H Work & Life Readiness Lessons, 4-H Build Your Future, Work Ready Life Skills, and Leap into Careers

Inputs: These programs are supported by the research base of the Cooperative Extension Land-grant system, funding from the Kentucky 4-H Foundation, Inc., local, state, and federal sources, grants, and the engagement of volunteers, youth, communities, and external stakeholders such as civic groups. Focus is on Grades 4-12.

Dates: Program Year

 

Audience: Individuals, Families, Employees

Project or Activity: Development of Financial Literacy Skills

Content or Curriculum: Use Less. Spend Less. Stress Less. curriculum; publications, MONEYWI$E newsletter and podcasts; PROFIT; Recovering Your Finances curriculum; OneOp; Big Blue Book Club; In the Face of Disaster; Leader Lessons; Money Habitudes; etc.

Inputs: Programmatic materials, FCS staff, volunteers, community partners, non-profit organizations, schools, financial entities and organizations, businesses, etc. 

Date: Ongoing

 

Audience: Families and Individuals

Project or Activity: Caregiver Support

Content or Curriculum: Publications, Family Caregiver Health Bulletins, Faithful Families, Story Walks, Health and Wellness Ambassadors, Share Space Agreements, Health Coalitions, Be More, WIN, Health Partners, Walk Your Way, Families on the Move, County Walking Challenges; Nutrition for Older Adults, AARP Prepare to Care, In the Face of Disaster Toolkit; Living with Loss; Indoor Air Quality; Strong Bones for Life: Prevent Osteoporosis and Nourish Your Bones and Joints; Understanding and Coping with Farm Stress; Understanding Suicide; Savvy Online Grocery Shopping; Pathways to Wellness; Inspiring Grandchildren to Become Grand Cooks; Health Literacy for the Win; Tips for Managing Stress Eating; Estate Planning; Transferring Cherished Possessions; Emergency Health Information Cards; Time Well Spent; Consumer Protection; Scams; Masting Mindfulness; Eating for Health; Food as Health; Food Safety; Making Health Lifestyle Choices (Nutrition); Healthy Bladder Habits; Kick Kentucky Caner; Mental Health and Well-Being Series; Stand Up to Falling; The Mind/Body Connection; General Housing—Accessibility and Lighting; Keys to Embracing Aging; Mental Health Matters; How to Help Military Families; 10 Warning Signs of Alzheimer’s; Understanding Alzheimer’s Disease; WITS Workout

Inputs: Programmatic materials, paid staff, volunteers, community partners; facilities, health coalitions, healthcare providers, health department, non-profits, schools, company health & wellness, faith-based organizations, Homemakers, community centers, etc.

Date: Ongoing/seasonal

 

Audience: Families and Individuals

Project or Activity: Communication/Relationships Across the Lifespan

Content or Curriculum: Pathways to Wellness, Story Walks, Shared Space Agreements, Trail development, Active Community Toolkit, Be More Guide, resources for early care and education settings, food system work (e.g., farmers’ markets, backpack programs, community gardens), SNAP-Ed toolkit; Memory Banking/Life Story; Keys to Embracing Aging; AARP Prepare to Care; Kick Kentucky Cancer; Living with Loss; Mental Health Matters; In the Face of Disaster Toolkit; How to Help Military Families; Understanding Risky Adolescent Behavior and Healthy Brain Development; WITS Workout; Grandparents and Grandchildren Together.

Inputs: Programmatic materials, paid staff, community partners, volunteers, grant funds, local organizations and community partners, health coalitions, Nutrition Education Program, local farms/growers/producers, key stakeholders, elected officials, Department of Transportation, employee health and wellness, schools, etc.

Date: Ongoing

 

Audience: Individuals, Families, Employees

Project or Activity: Development of Time Management Skills

Content or Curriculum: Time Well Spent: Productivity Skills for Success curriculum; publications, newsletters; Leader Lessons; podcasts; etc.

Inputs: Programmatic materials, paid staff, volunteers, community partners, non-profit organizations, schools, Chamber of Commerce, businesses, etc.

Date: Ongoing

 

Audience: Individuals, Families, Employees

Project or Activity: Development of Employability Skills

Content or Curriculum: Positive Employability; Preparing for Financial Success curriculum; publications, newsletters (e.g., MONEYWI$E); Job Club; podcasts; PROFIT; Recovering Your Finances curriculum; OneOp; Enhancing Essential Skills Through the Arts curriculum and lessons, Artist Studio Guide lessons, publications

Inputs: Programmatic materials, paid staff, volunteers, community partners, non-profit organizations, schools, Court system, community centers, etc.

Date: Ongoing

 

Audience: Sheep Producers

Project or Activity: County-Based Sheep Presentations

Content or Curriculum: Presentation Materials

Inputs: Agents, Specialists, SEKSPA

Date: TBD

 

Audience: Beef Cattle Owners, Industry Representatives, Agents

Project or Activity: BQCA Trainings

Content or Curriculum: State BQCA Videos and Chute-Side Trainings 

Inputs: Agents, Specialists

Date: TBD

 

Audience: Pesticide Applicators

Project or Activity: PSEP Certification for Private Applicators and Continuing Education for Commercial Applicators

Content or Curriculum: Educational Materials and Program Delivery

Inputs: Agents, Specialists

Date: TBD

 

Audience: Home Owners and Consumers

Project or Activity: Programming for Home Gardening and Landscape Management 

Content or Curriculum: Publications, Fact Sheets, Workshops, County Meetings, Regional Meetings, Emails and Phone Calls

Inputs: Extension Specialists, County Agents, KDA, KY Extension Master Gardener Program

Date: TBD

 

Audience: General Public/Families

Project or Activity: Ceramics Program (Wheel Throwing and Hand building)

Content or Curriculum: UK publication, KET, curriculum, PD trainings

Inputs: Community Arts Agent, UK faculty, Volunteers, Artists

Date: Spring, summer, fall 2026-2031

 

Audience: General Public/Artists, School Groups, Homeschool

Project or Activity: Artist Exhibition and performances

Content or Curriculum: Local Artists, University of Kentucky School of Visual Arts

Inputs: Community Members, Artists, Community Arts Agent, Community Arts Assistant, Local and Regional artists, local food vendors, and musicians

Date: Spring, Summer, Fall 2026-2031

Evaluation:

Outcome: Improved knowledge related to financial literacy concepts (initial)

Indicator: Number of individuals who reported increased knowledge of family finance and/or resource management concepts.

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration

 

Outcome: Improved financial and/or resource management skills (e.g., creating a budget, checking credit report, developing an estate plan, etc.) (initial)

Indicator: Number of individuals who reported developing skills related to family finance and/or resource management

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration or follow-up evaluation

 

Outcome: Increased confidence to implement family finance and resource management skills (e.g., budgeting, spending wisely, saving, using credit responsibly, reducing debt, estate planning, reducing fraud, etc.) (initial)

Indicator: Number of individuals who reported improved confidence to implement family finance and/or resource management skills.

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration

 

Outcome: Increased sound financial decision making (intermediate)

Indicator: Number of individuals who made a sound financial decision (e.g., regarding credit, budgeting, savings, debt, estate planning, fraud reduction, etc.).

Method: Self-reported surveys, documentation, or interviews

Timeline: Follow-up evaluations to capture action/behavior change over time.

 

Outcome: Implementation of financial literacy and resource management strategies/skills (intermediate)

Indicator: Number of individuals who implemented at least one strategy to better manage their family finances and resources (e.g., considered wants/needs, avoided bank fees, reviewed tax forms, set savings goals, started estate plan, developed budget, increased fraud protection, etc.).

Method: Self-reported surveys, documentation, or interviews

Timeline: Follow-up evaluations to capture action/behavior change over time.

 

Outcome: Increased savings (intermediate)

Indicator: Dollars reported saved as a result of participating in a financial education or family resource management program.

Method: Documentation (direct report, repeated survey) or interviews

Timeline: Ongoing/as changes are made and projects progress

 

Outcome: Increased knowledge about nurturing parenting and caregiver support across the lifespan (e.g., how often you read to your child, benefits of spending time together, identifying selfcare behaviors, enhance communication) (initial)

Indicator: Number of participants who reported increased knowledge of nurturing parenting and/or caregiver support practices.

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration

 

Outcome: Increased confidence and motivation to engage in nurturing parenting and caregiver support (e.g., how often you read to your child, benefits of spending time together, identifying selfcare behaviors, enhance communication) (initial)

Indicator: Number of participants who reported they have used nurturing parenting and/or caregiving strategies to improve their skills

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration or follow up evaluation

 

Outcome: Increased intentions to engage in nurturing parenting and caregiver support (e.g., spending more quality time together, engaging in meaningful talk) (initial)

Indicator: Number of participants who reported they intend/plan to increase time spent nurturing and/or caregiving.

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration

 

Outcome: Increased healthy relationships across generations that support healthy communication, nurturing behaviors, and quality time together. (intermediate)

Indicator: 

• Number of participants who reported they enhanced healthy relationships.
• Number of participants who reported that they extended any type of support to another parent, grandparent, older adult, or relative raising a child.

Method: Self-reported surveys

Timeline: Ongoing/as changes are made and projects progress.

 

Outcome: Developed skills related to workforce development (initial)

Indicator: Number of individuals who reported learning new skills to prepare or improved themselves for the workforce as a result of participating in an Extension workforce development program/outreach

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration

 

Outcome: Improved employability and/or interpersonal skills (e.g., job interview skills, communication, networking, time management) (initial)

Indicator: (1) Number of participants who reported improvement in job interview skills; (2) Number of participants who reported improvement in personal skills.

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration or follow-up evaluation

 

Outcome: Increased confidence to implement employability strategies (initial)

Indicator: Number of participants who reported improvement in their confidence to implement employment strategies as a result of participation.

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration

 

Outcome: Implementation of employability strategies/skills (intermediate)

Indicator: Number of participants who developed a resume as a result of participating in an Extension workforce development program/outreach.

Method: Self-reported surveys

Timeline: Repeated self-reported surveys and/or follow-up evaluations to capture action/behavior change over time.

 

Outcome: Implementation or utilization of knowledge gained to make changes in management of small ruminant operation.

Indicator: Number of participants that have made changes to improve management of their small ruminant operation.

Method: Survey (post program)

Timeline: Follow-up survey or records from individual consultations

 

Outcome: Increased awareness of beef cattle quality assurance and care practices

Indicator: Number of participants who obtained BQCA certifications

Method: Post-program test

Timeline: After program participation or online

 

Outcome: Improved production practices

Indicator: Number of producers who reported increased knowledge of crop and forage production, fertility management, varieties, pest control, and/or sustainable practices.

Method: Surveys

Timeline: Annual

 

Outcome: Increased Crop Management Knowledge Skills

Indicator:

• Number of home or community gardeners who reported that they implemented environmental stewardship (pollinator gardens, rain catchment, etc.)
• Number of non-commercial growers who reported adoption of improved management practices (soil sampling, reduced pesticide applications, integrated pest management, etc.)
• Number of community members using or participating in public or community gardens
• Amount of produce donated from community gardens

Method: Survey

Timeline: Annual

 

Outcome: Improved knowledge related to ceramics

Indicator: Number of individuals who reported increased knowledge and understanding of ceramics.

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration

 

Outcome: Local Artists exhibiting or performing art work in the community

Indicator: Number of individuals who reported exhibiting or performing their art in the community

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration

 

Outcome: Increased lifeskills knowledge among youth

Indicator: 

• Number of youth who reported an improvement in their personal skills (e.g., communication, networking, time management) as a result of participating in an Extension workforce development program/outreach. 
• Number of youth who reported expressing their thoughts or opinions. 
• Number of youth who reported using information to communicate with others. 
• Number of youth who reported demonstrating a skill they have learned. 
• Number of youth who reported serving in a leadership role. 
• Number of youth who reported working in a team / group to accomplish a common task or goal. 
• Number of youth who reported realizing how my actions impact others. 
• Number of youth reporting identifying the needs of others in their community. 
• Number of youth who reported participating in a service activity (community service, service learning, personal service to others). 
• Number of youth who reported recognizing leaders in their community or area of interest. 
• Number of volunteers who taught youth to express their thoughts or opinions. 
• Number of volunteers who taught youth how to use information to communicate with others. 
• Number of volunteers who provided opportunities for youth to demonstrate a skill they learned. 
• Number of volunteers who provided opportunities for youth to serve in a leadership role. 
• Number of volunteers who facilitated experiences for youth to work in a team/group to accomplish a common task or goal.  

Method: Standard Evaluation 

Timeline: Immediately post program (6+ hours) 

Outcome: Lifeskills behavior change in youth 

Indicator: 

• Number of youth who developed a resume as a result of participating in an Extension workforce development program/outreach.  
• Number of youth who gained an increase in salary/income as a result of participating in an Extension workforce development program/outreach. 
• Number of youth who gained new employment as a result of participating in an Extension workforce development program/outreach.

Method: Survey

Timeline: End of program year

 

Outcome: Medium Term 

Indicator: 

• Number of youth who reported that have taken steps to pursue gaining knowledge for a job in Family Consumer Sciences.  
• Number of youth who reported that they have practiced budgeting skills.  
• Number of youth who reported that they have practiced needs versus wants knowledge when making purchases on a budget. . 
• Number of youth who reported that they have included savings in their budget.  

Method: Survey

Timeline: End of program

Evaluation Method(s):
Post-program paper or digital survey assessing skill gain and confidence; follow-up interview or case story optional

Timeline:
Survey administered immediately after program; follow-up optional at 6 months

  

Evaluation Method(s):
On-site brief paper survey; QR code with link to online feedback form; optional guestbook with open-ended responses

Timeline:
Evaluation conducted during or immediately following exhibit